DEPARTMENT

OF EDUCATION

ALIVE PROGRAM
ROY T. ENRIQUEZ
Education Program Supervisor

A. LEGAL BASES
1. Preamble, 1987 Philippine Constitution We, the sovereign people, imploring the aid of Almighty God in order to build a just and humane society and establish a government that shall embody our ideals and aspirations, promote the common good, conserve and develop our patrimony and secure to ourselves and our posterity the blessings of independence and democracy under the rule of law and a regime of truth, justice, freedom, love, equality and peace

2. 1987 Philippine Constitution-On education (Article 14), explicit about the following: Education Accessible to All Guarantees protection and promotion the right of all citizens to quality education and for government to take appropriate steps to make education accessible to all

Adequate and Relevant Education

It is the responsibility of the government to provide adequate and integrated system of education relevant to the needs of the people and society

 Cultural Sensitivity and Cultural Rights Protection Recognition, respect and protection of the rights of indigenous cultural communities to preserve and develop their cultures, traditions and institutions. Equal access to cultural opportunities through the educational system.

3. Governance of Basic Education Act (RA 9155)

To institute a framework of governance for basic education, establishing authority and accountability among other purposes. It recognized that the regions, divisions, schools and learning centers herein referred to as the field offices. The opening of ALIVE classes is a reflection of the local initiative towards helping improve the quality of basic education in Region XI and ensures that the values, needs and aspirations of a school community are reflected.

4. EFA 2015 and Millennium Development Goals The EFA 2015 Plan provides an overarching policy framework for basic education with a vision that all Filipinos will acquire basic competencies: while the MDGs set out two broad goals in the area of primary and secondary education: the attainment of universal primary education and the elimination of gender disparity at the primary and secondary levels

 Support government efforts to provide quality ECCD program for Filipino Muslim pre-school children; Creation of a special fund For Assistance to Muslim Education (FAME) by an Act of Congress; and Improvement of the health and nutritional status of Filipino-Muslim learners particularly in the public elementary schools.

5. Roadmap for Upgrading Muslim Basic Education-it consists of seven-point agenda that include: Development and institutionalization of Madrasah education; Upgrading quality secular education in formal and secondary schools serving Muslim children; Development and implementation of an Alternative Learning System for Muslim out-of-school-youth (OSY) and adults; Development and implementation of appropriate livelihood skills education and training for present day students of private Madaris and OSY;

Components of the Madrasah Education Program

a. Payment of Asatidz Monthly Allowances b. Pre- Service Training on Language Enhancement and Pedagogy (LEaP) The 23-day Pre-Service Training on Language Enhancement and Pedagogy (LEaP) is a requirement for the newly hired asatidz who passed the Arabic Qualifying Exam prior to deployment in public elementary schools with organized ALIVE classes.

c. Accelerated Teacher Education Program (ATEP)

The professionalization of asatidz was made through the 2-year modular course on Accelerated Teacher Education Program (ATEP) offered by CHED deputized partner universities. To date, the ATEP graduates who have successfully passed the Licensure Examination for Teachers (LET) were given the Madrasah Teacher I Items.

d. Refined Standard Madrasah Curriculum (SMC) in Public Elementary Schools and Private Madaris
The Standard Madrasah Curriculum (SMC) has been implemented in public elementary schools starting SY 2005-2006. For Private Madaris, the implementation on the grant of financial assistance as an incentive to adopt the SMC begun in SY 20082009

DepEd Order No. 51 s. 2004

This order provides two (2) curricular streams for Filipino Muslim children. The first one is the inclusion of the teaching of Arabic Language and Islamic Values in the public schools and the provision of a Standard Madrasah Curriculum (Islamic Studies plus RBEC subjects) for private Madaris wishing to integrate as a private sectarian school within the Philippine educational system.

DepEd Order No. 40, s. 2011 Amendment to DepEd Order No. 51, s. 2004 (Standard Curriculum for Elementary Public schools and Private Madaris) Starting SY 2011-2012, all public schools with substantial number of Muslim enrollees and private Madaris adopting the Standard Madrasah Curriculum are enjoined to implement the Refined Elementary Madrasah Curriculum (REMC) as amendment to DepED Order No. 51, s. 2004 entitled Standard Curriculum for Elementary Public Schools and Private Madaris.

ALIVE Vision

The DepEd Region XI envisioned competent Muslim graduates of ALIVE Program who shall be functionally literate and imbued with Islamic Values and therefore are Maka-Diyos, Makatao, Makakalikasan, and Makabansa.

ALIVE Mission

The DepEd Region XI commits to provide opportunities that will nurture and equip Muslim learners with life-skills, desirable attitudes and Islamic Values through the ALIVE Program

Five-Star Goals The goal of DepEd Region XI for the ALIVE Program are anchored on five (5) key areas: 1. Access to ALIVE Program-ALIVE classes organized and sustained in at least 85% of the schools situated in communities with majority of Muslim population 2. Student Outcome-ALIVE learners who are globally competitive, imbued with Islamic values, and proud of being Filipinos 3. Internal Capacity-Adequate supply of trained teachers and experts/competent to teach and continually enhance the implementation of the ALIVE program in the schools

4. School Leadership-School heads that are capable of managing and supporting the ALIVE program in their schools 5. Learning Environment. An ALIVE-friendly learning environment in the schools obtained through strong and collaborative partnership between the community and the schools

Conceptual Framework The Arabic Language and Islamic Values Education (ALIVE) Program in the Department of Education Region XI has its prime objective, the provision of a relevant and responsive basic quality education to the Muslim children and all others who desire to avail of the Program.

 It is anchored on the Basic Education Curriculum (BEC) of the Department of Education and is in compliance with DepEd Order No. 51 series of 2004 or the Standard Madrasah Curriculum for Public and Private Schools

 The Program is built on the principles of the Schools First Initiatives (SFI). It intends to produce ALIVE learners who are imbued with the desirable Islamic values and the skills to speak, read and write in Arabic language through a strong partnership and collaboration with the local government and Muslim leaders in the community and with competent and credible stakeholders (Muslim scholars and experts).

 It upholds quality delivery of basic education through the adoption of an acceptable recruitment criteria/process and compensation scheme for ALIVE teachers; a viable and credible performance assessment and monitoring system; adoption of a system of grading of the ALIVE learners in line with the goals and objectives of the BEC and DepEd Order No. 51 s. 2004.

Conceptual Framework of the ALIVE Program

Environment: Quality/relevant school Facilities Ideal class size ALIVE & Child Friendly School Health services Home-School Community Partnership
ALIVE Learners Student-centered methods Relevant grading system and awards Readiness for entry to ALIVE classes Adequate textbooks & other learning materials Good health and nutrition status

Content:
DepEd Order No. 51, s. 2014 DepEd Order No. 40 , s. 2011 Programs to strengthen or complement ALIVE Standards/Policies

Globally- Competitive ALIVE Students

For Supervision and Support: School mapping and Needs analysis ALIVE Integration in the SIP/school activities LGU and School Governing Council Parents/Community leaders shared accountability through consultations and their active involvement Rationalized use of SEF to include allocation for hiring ALIVE teachers Performance Monitoring & Evaluation

For teachers:
Arabic language proficiency / competence Credibility/ competence to teach Islamic values Varied teaching strategies/ INSET Commitment to student learning Teacher performance Motivation/moral support Adequate compensation and benefits

 " : )16/70( "

Hadith: "Give them what is due to them and ask God for what is due to you."
Shabul mn lil Bayhaq (16/70)

Closure

THANK YOU